Abstract

The paper describes the development of a research-based graduate attribute policy and how it was used to review the curriculum of the Bachelor of Engineering program at the University of Southern Queensland. The policy was developed from a set of principles defined after an extensive review of the relevant literature. It includes processes that are used, firstly, to develop a set of industry authenticated graduate attributes for a program and then to design the curriculum using those attributes. Finally, the policy defines processes that ensure that the graduate attributes are embedded and assessed in the courses in the program.
At least two sets of graduate attributes are defined for each program. Firstly, a set of attribute statements is developed so that they are appropriate for all of the graduates of the program. Secondly, a set of graduate attributes is defined for each of the specialisations, or majors, that may be studied in the program. Thus, civil engineering students would be expected to acquire both the program attributes and the civil engineering attributes while completing their program.
The paper concludes by describing the author's experience in using the policy to re-develop the curriculum for the Bachelor of Engineering program in 2006.